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7 results on '"Tarlo, Ruth"'

1. Social justice and the experiences of people with mild learning difficulties who are looking for paid work

Author

Tarlo, Ruth

Subjects
362.3, HM Sociology, HV Social pathology. Social and public welfare
Abstract

People with mild learning difficulties who are not eligible for adult social care are largely absent from research about employment and unemployment. Policy discussions about supporting disabled people into employment also tend to overlook people with mild learning difficulties, either assuming that they are not disabled at all or that the barriers they face are the same as for other disabled people. This thesis challenges those assumptions by focusing on the stories of people with mild learning difficulties who were looking for work. These stories were gathered through multiple interviews and observations guided by a narrative research methodology, a social model view of disability and a commitment to social justice. The research explored the assumptions underpinning government policy towards the employment of disabled people, focusing on the period from 2010 to 2019, and the implications for people with mild learning difficulties. It highlighted how government policy towards promoting the employment of disabled people had been inadequate and unjust, with detrimental effects for people with mild learning difficulties, particularly by miscategorising disability as an individual characteristic and over-individualising responsibility for employability. The thesis draws on Fraser's social justice concepts of participatory parity, maldistribution and misrecognition (Fraser, 2001) to analyse participants' stories of unemployment and employment, and their relationship to notions of disability. It concludes that people with mild learning difficulties face a range of "structurally-produced injustices" (Fraser, 2012:45) in their relationships with the paid labour market, through inadequate and sometimes counterproductive support, insufficient income and disrespect that too easily slides into exploitation or abuse. The thesis highlights evidence of multi-faceted injustices, arising from the interactions of the participants with the welfare state and the labour market. Aspects of these injustices, which demand to be addressed for their own sake, also have relevance to a much larger section of the population who work in low paid, precarious work and/or claim social security benefits.

Published
2021

2. Ambivalence about disability: Why people with mild learning difficulties who are looking for employment may not identify as disabled.

Author

Tarlo, Ruth, Fyson, Rachel, and Roberts, Simon

Subjects
*SOCIAL security, *GOVERNMENT policy, *QUALITATIVE research, *PREJUDICES, *RESEARCH funding, *DESCRIPTIVE statistics, *EXPERIENCE, *EMPLOYMENT of people with disabilities, *SOCIAL support, *DATA analysis software, *DISCRIMINATION (Sociology), *LEARNING disabilities, *HOPE, *DEMOGRAPHY
Abstract

UK government policies over several decades have sought to actively encourage disabled people to take up paid employment, most recently by focusing on the 'gap' between employment rates of disabled and non-disabled people. These policies implicitly assume a clear distinction between people who are and are not disabled, linked to medically-oriented, hierarchical notions of deservingness. They also assume that people who need support will self-identify. This article explores factors that undermine those assumptions or expose their contradictory effects. It presents findings from qualitative research with people with mild learning difficulties, discussing their perceptions of disability and how they negotiated an ever-shifting balance of consequences of identifying as disabled or disclosing needs, linked to risks and experiences of prejudice, discrimination and exclusion. Government policy to support disabled people into paid work suggests that it is obvious who is and who is not disabled. This research looks at what disability means for people with mild learning difficulties who are looking for paid work. People with mild learning difficulties sometimes view themselves as disabled but sometimes refuse that label, even when they accept that they need support. The research participants gave a wide range of reasons for accepting or rejecting the label of disability. They showed how they balanced hopes for support against fears of rejection or abuse, based on their personal experiences. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
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4. Class, gender and the work of working‐class women amid turbulent times.

Author

Warren, Tracey, Torres, Luis, Lyonette, Clare, and Tarlo, Ruth

Subjects
*TELECOMMUTING, *PRODUCTIVE life span, *WOMEN employees, *WORK experience (Employment), *GENDER
Abstract

The article focuses on the work of working‐class women (WCW) amid turbulent times. Its timespan is just prior to and during the Covid‐19 pandemic in the UK. The women's work, and the key skills involved, are fundamental to everyday lives, but both have been under‐valued and under‐rewarded. The pandemic shone a fresh light on the societal importance of this work and highlighted how its under‐valuation and the women's systemic low pay and inferior working conditions have serious ramifications not only for individual workers and their families but for the provision of key services. The article centres WCW, at the intersection of classed and gendered disadvantage, to ask about inequalities in work experiences. Analysing nationally representative samples of thousands of workers in the UK prior to and as Covid‐19 rolled out, we compare WCW with other workers. We show that the women faced both persistent and new inequalities at work: enduring low earnings, pandemic‐led risks to jobs and paid hours, little opportunity to work from home or flexibly, and stressful key working roles. We reveal the heavily classed nature of some of these findings, show that others were more strongly gendered, while still others were classed and gendered outcomes that require intersectional analyses of the women's working lives. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
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5. Social justice and the experiences of people with mild learning difficulties who are looking for paid work

Author

Tarlo, Ruth

Abstract

People with mild learning difficulties who are not eligible for adult social care are largely absent from research about employment and unemployment. Policy discussions about supporting disabled people into employment also tend to overlook people with mild learning difficulties, either assuming that they are not disabled at all or that the barriers they face are the same as for other disabled people. This thesis challenges those assumptions by focusing on the stories of people with mild learning difficulties who were looking for work. These stories were gathered through multiple interviews and observations guided by a narrative research methodology, a social model view of disability and a commitment to social justice.\ud The research explored the assumptions underpinning government policy towards the employment of disabled people, focusing on the period from 2010 to 2019, and the implications for people with mild learning difficulties. It highlighted how government policy towards promoting the employment of disabled people had been inadequate and unjust, with detrimental effects for people with mild learning difficulties, particularly by miscategorising disability as an individual characteristic and over-individualising responsibility for employability.\ud The thesis draws on Fraser’s social justice concepts of participatory parity, maldistribution and misrecognition (Fraser, 2001) to analyse participants’ stories of unemployment and employment, and their relationship to notions of disability. It concludes that people with mild learning difficulties face a range of “structurally-produced injustices” (Fraser, 2012:45) in their relationships with the paid labour market, through inadequate and sometimes counterproductive support, insufficient income and disrespect that too easily slides into exploitation or abuse. The thesis highlights evidence of multi-faceted injustices, arising from the interactions of the participants with the welfare state and the labour market. Aspects of these injustices, which demand to be addressed for their own sake, also have relevance to a much larger section of the population who work in low paid, precarious work and/or claim social security benefits.

6. Social justice and the experiences of people with mild learning difficulties who are looking for paid work

Author

Tarlo, Ruth and Tarlo, Ruth

Abstract

People with mild learning difficulties who are not eligible for adult social care are largely absent from research about employment and unemployment. Policy discussions about supporting disabled people into employment also tend to overlook people with mild learning difficulties, either assuming that they are not disabled at all or that the barriers they face are the same as for other disabled people. This thesis challenges those assumptions by focusing on the stories of people with mild learning difficulties who were looking for work. These stories were gathered through multiple interviews and observations guided by a narrative research methodology, a social model view of disability and a commitment to social justice. The research explored the assumptions underpinning government policy towards the employment of disabled people, focusing on the period from 2010 to 2019, and the implications for people with mild learning difficulties. It highlighted how government policy towards promoting the employment of disabled people had been inadequate and unjust, with detrimental effects for people with mild learning difficulties, particularly by miscategorising disability as an individual characteristic and over-individualising responsibility for employability. The thesis draws on Fraser’s social justice concepts of participatory parity, maldistribution and misrecognition (Fraser, 2001) to analyse participants’ stories of unemployment and employment, and their relationship to notions of disability. It concludes that people with mild learning difficulties face a range of “structurally-produced injustices” (Fraser, 2012:45) in their relationships with the paid labour market, through inadequate and sometimes counterproductive support, insufficient income and disrespect that too easily slides into exploitation or abuse. The thesis highlights evidence of multi-faceted injustices, arising from the interactions of the participants with the welfare state and the labour market. Aspects

7. Social justice and the experiences of people with mild learning difficulties who are looking for paid work

Author

Tarlo, Ruth and Tarlo, Ruth

Abstract

People with mild learning difficulties who are not eligible for adult social care are largely absent from research about employment and unemployment. Policy discussions about supporting disabled people into employment also tend to overlook people with mild learning difficulties, either assuming that they are not disabled at all or that the barriers they face are the same as for other disabled people. This thesis challenges those assumptions by focusing on the stories of people with mild learning difficulties who were looking for work. These stories were gathered through multiple interviews and observations guided by a narrative research methodology, a social model view of disability and a commitment to social justice. The research explored the assumptions underpinning government policy towards the employment of disabled people, focusing on the period from 2010 to 2019, and the implications for people with mild learning difficulties. It highlighted how government policy towards promoting the employment of disabled people had been inadequate and unjust, with detrimental effects for people with mild learning difficulties, particularly by miscategorising disability as an individual characteristic and over-individualising responsibility for employability. The thesis draws on Fraser’s social justice concepts of participatory parity, maldistribution and misrecognition (Fraser, 2001) to analyse participants’ stories of unemployment and employment, and their relationship to notions of disability. It concludes that people with mild learning difficulties face a range of “structurally-produced injustices” (Fraser, 2012:45) in their relationships with the paid labour market, through inadequate and sometimes counterproductive support, insufficient income and disrespect that too easily slides into exploitation or abuse. The thesis highlights evidence of multi-faceted injustices, arising from the interactions of the participants with the welfare state and the labour market. Aspects

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